Field independence, academic orientation and achievement
| dc.Institution | ||
| dc.contributor.author | Leo-Rhynie, Elsa | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T16:55:22Z | |
| dc.date.available | 2022-01-18T16:55:22Z | |
| dc.date.issued | Spring 1985 | |
| dc.description | doi: 10.1007/BF02686563 | |
| dc.description.abstract | This study investigated whether there was a significant difference in performance on a test of field independence between students who selected science options and those who chose arts courses, and whether relatively field-independent students performed significantly better or worse than relatively field-dependent students in science- and art-emphasis courses. The Group Embedded Figures Test (GEFT) as completed by 135 Jamaican secondary school students following an Advanced Level (A'Level) course in science and 68 students following an A'Level course in arts. Results showed that the science-emphasis group obtained significantly higher scores on the GEFT than the arts-emphasis group. Field independence was found to be important for the A'Level success of students regardless of whether they pursued arts- or science-emphasis courses | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 22-27 | |
| dc.identifier.other | 49 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52153 | |
| dc.publisher | ||
| dc.relation.ispartofseries | Current Psychological Research and Reviews | |
| dc.relation.ispartofseries | vol. 4 | |
| dc.relation.ispartofseries | no. 1 | |
| dc.source | ||
| dc.source.uri | ||
| dc.subject.other | Field independence | |
| dc.title | Field independence, academic orientation and achievement | |
| dc.type |